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1. The Trans-Cultural Comparative Literature Method: Using Grammar Translation Techniques Effectively

   In: English Teaching Forum 2010, Volume 48, Number 3 Format(s): Text

   This article explains the trans-cultural comparative literature method, which uses elements of communicative language teaching (CLT) and grammar-translation (GT) while comparing two culturally different texts. This method focuses on grammar and vocabulary, but also gives students a chance to analyze different cultures. An overview of CLT and GT is followed by guidelines for the trans-cultural comparative literature method and sample lesson plans for its use.

2. The E-pet: Enhancing Motivation in E-portfolios

   In: English Teaching Forum 2009, Volume 47, Number 1 Format(s): Text

   The authors wanted to make EAP portfolios more engaging and personal for students, so they introduced an e-pet to accompany the online portfolio program. The e-pet (much like a tamagotchi) grows from an egg into adulthood when the students interact with it through portfolio submissions. Teachers reported that students were enthusiastic about the e-portfolio and the e-pet. Student questionnaires showed a similar trend, with several students saying that the e-pet made the portfolio project motivating. The article includes directions for e-portfolio design.

3. Beyond Film: Exploring the Content of Movies

   In: English Teaching Forum 2007, Volume 45, Number 1 Format(s): Text

   This article looks at the use of movies in the language-learning classroom. The author promotes the use of the movie “To Kill a Mockingbird” due to its content, which involves poverty, racial inequality and mental illness, and to the availability of websites related to its use in English classrooms. The author highlights six scenes for understanding the movie, pre-viewing, while viewing, and post-viewing activities, as well as suggestions for Internet follow-up. An example WebQuest is included.

4. Reading Logs: Integrating Extensive Reading with Writing Tasks

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   This article informs instructors about blending reading logs into writing tasks. Several benefits are discussed, including clarifying objectives of reading and providing opportunities to respond to reading, building critical literacy, and monitoring student progress. The article describes how to develop an extensive reading project for advanced students that includes both comprehension and vocabulary strategies. Details include how to structure and format the reading logs as well as assessment procedures.

5. Building Fluency through the Repeated Reading Method

   In: English Teaching Forum 2011, Volume 49, Number 3 Format(s): Text

   This article discusses the success of Repeated Reading (RR) within EFL classrooms, illustrating three techniques of RR that can be used to develop students’ fluency, comprehension skills, and reading self-esteem. After providing a background on the RR method, the author explains the techniques step by step and suggests activities. The techniques include classic oral repeated reading (ORR), Paired repeated reading (PRR), and Reader’s Theater (RT).

6. Writing for the World: Wikipedia as an Introduction to Academic Writing

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   This article outlines a unit in which students write an article for Wikipedia as a way to learn and practice academic writing. Students learn how to use secondary sources in their writing as well as master a new genre with appropriate conventions and word choice. With this activity, students are encouraged to build academic writing skills in an interesting and public way. The author provides an explanation of Wikipedia as well as a step-by-step lesson plan with sample assignment sheets.

7. Reconceptualizing Interactional Groups: Grouping Schemes for Maximizing Language Learning

   In: English Teaching Forum 2010, Volume 48, Number 1 Format(s): Text

   While noting the research on the benefits of learner interaction, this article states that more attention needs to be given to strategies for planning successful group work while avoiding the problems that can come with group activities. The author gives guidelines for forming groups, such as how many students to put in each group, whether to use flexible or fixed groupings, and how to divide students (by personal affiliation, oral language ability, personality, L1, and academic interests). Also addressed are guidelines for designing tasks and assigning group roles.

8. Student-Produced Video: Two Approaches

   In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

   This article introduces the idea of using video production to engage second language learners in learner-centered, project-based learning activities to motivate them to learn and participate through writing, directing, acting in, and editing a movie. The authors describe two projects. In the first project, four pairs of students each created a three-minute film. In the second project, all eight students worked together to create one long movie. The advantages and disadvantages of both approaches were discussed.

9. Student Documentaries: A Language Learning Tool

   In: English Teaching Forum 2008, Volume 46, Number 2 Format(s): Text

   This article describes the reasons for project-based learning and how it better motivates students in an EFL classroom. It illustrates this topic by presenting a documentary film project that was carried out in a high-intermediate EFL class in Saudi Arabia. The article summarizes the theoretical support for communicative language learning and project-based approaches. The author then describes the documentary film project in detail and presents an evaluation of the project based on Simkins et al.’s (2002) framework of evaluation for multimedia projects.

10. Translation and Foreign Language Reading Comprehension: A Neglected Didactic Procedure

    In: English Teaching Forum 2006, Volume 44, Number 4 Format(s): Text

    In reviewing views on the use of L1 in L2 classrooms, the author argues for the benefits of using L1. The author argues for the benefits of written translation activities based on the ideas that translation uses authentic materials, is interactive, learner-centered, and promotes learner autonomy. The author also argues that written translation activities can be used as a post-reading activity to check learners’ reading comprehension and provide items for future tests. A sample activity is given and suggestions are discussed.

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